Deficit model thinking, ‘At-risk’ designations, and Evaluation

1. Deficit model thinking, ‘At-risk’ designations, and Evaluation GRS Presentation by Elaine Wood

2. Culture – entwined within programs, policies and practices Cultural dimensions of programs – value-laden Danger : Imposing values Misinterpreting values Misrepresenting values Dominant culture’s interpretation of reality – perpetrates the myth of the deficit model SenGupta, S., Hopson, R., & Thompson-Robinson, M. (2004). Cultural competence in evaluation: An overview. New Directions for Evaluation, 102, 5-19.

3. Deficit-model thinking Different than the dominant group? LESS ADEQUATE (without exploring the insider’s perspective) At-risk categorizations Identify a group of children at risk of not succeeding DEFICIENCY

4. Students labeled ‘at-risk’ don’t match dominant culture in appearance language values home communities family structures Howard, S., Dryden J., & Johnson, B. (1999). Childhood resilience: review and critique of the literature. Oxford Review of Education. 25(3), 308.

5. For Native American or other indigenous communities ‘At-risk’ designations Overlook history of colonization And its continuing impact today Fail to articulate a full perspective of the tribe Grady Johnson, G. (2003). Resilience, a story: A postcolonial position from which to [re]view Indian education framed in “at-risk” ideology. Ecuational Studies: A Journal of the American Educ. Studies Assoc. 34(2), 182-198

6. On risk measurements, Native American tribes are not faring well; however, they are succeeding at maintaining their tribal identity “in spite of decades of brutal colonization and victimizing paternalistic governmental policy” Grady Johnson, G. (2003). Resilience, a story: A postcolonial position from which to [re]view Indian education framed in “at-risk” ideology. Ecuational Studies: A Journal of the American Educ. Studies Assoc. 34(2), 186.

7. At-risk designations Wrongly center on the individual student and family So policy makers Allow a system rooted in colonialism to go uncontested

8. ‘See’ strengths, not pathologies “move away from ideology of individualism, the practices of colonialism/imperialism, and policies of benign paternalism ‘see’ through lenses that include policies of self-determination and tribal social systems that strive to teach and maintain group and individual resilience” Grady Johnson, p. 186

9. “Strength-Based” approach Not in terms of what they do not have, Rather in terms of what they do have Draw upon rich socio-cultural imperatives and ‘traditions Greenwood, M., Tagalik, S., Joyce, M., & deLeeuw, S. (2004). Beyond deficit: Exploring capacity building in northern indigenous youth communities through strength-based approaches. Iqaluit Nunavut Canada: Government of Nunavut Task Force On Mental Health, Centre of Excellence for Children and Adolescents with Special Needs, p. 5-6.

10. EVALUATORS Uniquely positioned to work for social justice

11. Elaine Wood elaine_wood@wsu.edu